Making Literacy Real: Theories and Practices for Learning and Teaching

Making Literacy Real: Theories and Practices for Learning and Teaching

by Joanne Larson, Jackie Marsh

Hardcover(Second Edition)

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Product Details

ISBN-13: 9781446295380
Publisher: SAGE Publications
Publication date: 02/05/2015
Edition description: Second Edition
Pages: 216
Product dimensions: 6.69(w) x 9.53(h) x (d)

About the Author

Joanne Larson is Michael W. Scandling Professor of Education and Chair of the Teaching and Curriculum program at the University of Rochester’s Warner Graduate School of Education and Human Development, USA. She received her Ph D at the University of California, Los Angeles in 1995. Larson’s ethnographic research examines how language and literacy practices mediate social and power relations in literacy events in schools and communities. She is currently collaborating with Rochester community residents on a participatory action research project examining changes associated with transforming a local corner store into a cornerstone of healthy living. Her book Radical Equality in Education: Starting Over in US Schooling (Routledge, 2014) makes the case for beginning with assumptions of equality instead of inequality in education. She is the editor of Literacy as Snake Oil: Beyond the Quick Fix, Second Edition (Lang, 2007) and co-editor with Jackie Marsh of Handbook of Early Childhood Literacy (Sage, 2013). Larson's journal publications include research articles in Research in the Teaching of English; Written Communication: Linguistics and Education; Journal of Early Childhood Literacy, and Discourse and Society.


Jackie Marsh is Professor of Education at the University of Sheffield, UK, where she conducts research on young children's play and digital literacy practices in homes, communities and early years settings and primary schools. Her most recent publications include Changing Play: Play, Media and Commercial Culture from the 1950s to the Present Day (with Bishop, 2014) and Handbook of Early Childhood Literacy (edited with Larson, 2013). Jackie is an editor of the Journal of Early Childhood Literacy.

Table of Contents

Notes on Contributorsix
Acknowledgmentsxiii
1Orienting Perspectives1
Theory and practice questions2
Traditional approaches to literacy education4
Key concepts8
The role of theory in research15
Conclusion16
2New Literacy Studies18
Historical ground18
Implications for classrooms21
Implications for researching literacy25
Classroom case study: Lynn Astarito Gatto, Rochester City School District, USA26
Interview with Brian Street36
Conclusion38
Notes39
3Critical Literacy40
Historical ground40
Implications for classrooms42
Implications for researching literacy46
Classroom case study: Vivian Vasquez, Ontario, Canada47
Interview with Barbara Comber61
Conclusion67
Notes67
4Literacy and New Technologies68
Historical and theoretical ground68
Implications for classrooms71
Implications for researching literacy76
Classroom case study: Hilary Malden, Sheffield, UK80
Interview with Michele Knobel and Colin Lankshear92
Conclusion98
Notes99
5Sociocultural-Historical Theory100
Theoretical focus100
Historical ground103
Implications for classrooms105
Implications for researching literacy110
Classroom case study: Maryrita Maier, Greece Central School District, USA111
Interview with Barbara Rogoff121
Conclusion124
Notes125
6Understanding How the Frameworks Work Together126
Multidisciplinary perspectives127
Theoretical consistency in research132
Educational goals135
Conclusion141
7Implications for Teacher Education and Literacy Research142
Implications for in-service teachers142
Implications for pre-service teachers148
Implications for research154
Conclusion155
Notes156
References159
Author index177
Subject index181

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